Transcript Document 7204054

SPECIAL CIRCUMSTANCES
INSTRUCTIONAL
ASSISTANCE
(SCI Assistance)
Providing Support to
Increase Student
Independence
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IDEA
1997 amendments to IDEA
allows “paraprofessionals
and assistants who are appropriately
trained and supervised, in accordance
with State law, regulations, or written
policy . . . to be used to assist in the
provision of special education and
related services to children with
disabilities.”
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No Child Left Behind (NCLB)
Students with Disabilities is a subgroup
for school and district accountability
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95% participation rate
Percentage meeting proficiency
Requirements for “Highly Qualified
Teachers” (HQT) and paraprofessionals
Students must have “opportunity to learn”
the state standards
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Successful Kids are
Independent
Take responsibility for own learning
and actions
Utilize natural supports for assistance
Generalize skills in a variety of settings
Develop positive peer interactions
Develop skills to become life-long
learners
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Changing Role of
Instructional Assistant
School districts have employed
paraprofessionals in classrooms for a
number changes have necessitated an
expansion of their role
They now work along-side teachers to
provide specialized services to special
education students with unique needs
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Advantages for 1:1 aides
Support in General Education Setting
Behavior Interventions
Medical Issues
Instructional Assistance
Mobility
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Disadvantages of 1:1 aides
Lack of Independent Functioning
Training May Not Be Adequate
Hovering Assistants
Teacher role becomes clouded
May impeded Social Skills Development
Codependent
Communication Patterns
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Current Process is
Reactive
The current practice of assigning 1:1 aides
without identification of actual needs
Inappropriate reliance on 1:1 assistance
without plan to decrease support
Instructional strategies, aligned with IEP
goals, are not necessarily focused on
increasing student independence
Training for paraprofessionals and teachers
has been inadequate
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Proactively Fixing
it . . . .
Identify individual student need for
possible SCI Assistance, such as
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Academic progress is very limited
Behavior challenges have not responded
to other interventions
Student is disruptive to the educational
progress of other students
Less intensive interventions have not
met the student’s needs
Other
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Additional Factors
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Lack of training (teacher or assistant)
Overcrowded classes
Inappropriate student placement
IAs doing paperwork or bulletin boards
Limited classroom modifications or
accommodations
Ineffective substitute assistants
Poor utilization of natural supports being
used
Lack of assistive devices
Difficulty with implementation of behavioral
interventions
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Evaluate the Student’s
Specific
Need for Assistance
The SCI Assistance
Evaluation Process
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34 C.F.R. Sec. 300.532
(b) A variety of assessment tools and
strategies are used to gather relevant
functional and developmental information
about the child, including information
provided by the parent, and information
related to enabling the child to be involved in
and progress in the general curriculum…that
may assist in determining…
(2) The content of the child’s IEP
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Step 1 - Identify Specific Concerns
with Supporting Documentation
Referral (Step 1 - Form 1), including results of
previous interventions and other unique needs
the student
 Student Rubric (Step 1 - Form 2)
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of
Review of Behavior Support Plan or Behavior
Intervention Plan (Step 1 - Form 3)
Review progress on IEP Goals
Gather other data and records as appropriate
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Step 2 – Complete the Evaluation
Plan and Obtain Parent Permission
Utilize standard Evaluation Plan process
Include Notice of Proposed action
Evaluation to include:
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Interviews
Observations
Assessments
Obtain parent consent
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Step 3 – Conduct Interviews
Parent/Legal Guardian
(Step 3 - Form 1)
Teacher(s) (Step 3 - Form 2)
Student if appropriate
(Step 3 - Form 3)
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Step 4 - Conduct Observational
Evaluation and Additional Assessments
Multidisciplinary Team approach
Complete all components within timelines
Review strategies, materials, modifications,
and/or accommodations currently in place
Complete Observation Evaluation (Step 4 Form 1a-d)
Complete additional assessments
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Step 5 – Develop Evaluation
Report
Summarize results
Develop SCI Assistance Evaluation
Report (Step 5, Form 1a-b)
Schedule IEP meeting
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Step 6 – Hold IEP meeting
Review results of SCI Assistance evaluation and
recommendations
If SCI Assistance is recommended, specific goals and
objectives, monitoring strategies, and fading strategies
are written on IEP
Set review date for next IEP to assess continued need of
SCI Assistance (recommended within 6 months but no
later than next annual IEP review)
If SCI Assistance is not recommended, specify natural
supports, accommodations, and/or modifications that are
effective in student’s program; add IEP goals if
appropriate
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Step 7 – Request/Assign and Train
Staff to Provide SCI Assistance
Submit appropriate paperwork in accordance
with district procedures
Not the role of IEP team to decide specific
staff member for assignment
Schedule training and support for IEP
implementation
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Teacher Training
Regardless of outcome of SCI Assistance
evaluation, training also needs to be provided
to General and Special Education teachers
and site administrators
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Inclusive practices
Modification of curriculum
Proactive behavioral strategies
Working with instructional assistants
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Paraeducator Training
Role in the classroom
Positive communication strategies and team skills
Characteristics and needs of individual student(s)
Strategies to promote independent functioning
Proactive behavioral strategies
Curriculum modification
Data reporting
Health and safety procedures
Confidentiality and mandated reporting
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Step 8 – Complete Observational
Review
Review to assess the effectiveness of SCI
Assistance and to monitor duration of services
Complete Observational Review to Determine
Continued Need for SCI Assistance (Step 8 Form 1a-b)
If SCI Assistance is continued, IEP team
identifies next scheduled observation date
(recommended within 6 months but no later
than next annual IEP review)
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Communication Patterns
The classroom teacher is the hub of all
communication
The parent communicates with the
teacher, not the paraprofessional
The teacher and the assistant must have
time to meet and plan
peers--provide natural supports
Plan for student social interaction with
The entire team meets periodically to
evaluate and review
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SUCCESS will occur…
when the student can function
at maximum INDEPENDENCE
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